The Work-Life Balance of Academic Psychologists: Evidence and Anecdote

Qu'est-ce qui constitue un bon équilibre travail-vie personnelle pour les universitaires de carriere en psychologie? Que signifie avoir un bon équilibre travail-vie personnelle? Dans cet article, nous utilisons des preuves et des anecdotes pour discuter des défis liés a l'obtention et au maintien d' un équilibre entre le travail et la vie personnelle des membres de la faculté, au bureau et a la maison. Pour ce faire, nous discutons des limites qui lient et séparent les membres du corps professoral de psychologie au travail et a la maison, des dilemmes posés par ce qui semble étre la disponibilité permanente du corps professoral, des questions de gestion du temps, du service a un département et a l' institution en général, et de la vie a la maison. Nous concluons cet article en suggérant que la seule façon de réduire l'impact ou méme d'éliminer la détresse liée a certains aspects de l'arc des carrieres du corps professoral est de développer un semblant raisonnable d'équilibre travail-vie personnelle. Pour commencer, nous considérons la nature de la dichotomie perçue entre le travail et la vie personnelleAlternate :What represents a good work-life balance for career academics in psychology? What does it mean to have a good work-life balance? In this article, we use evidence and anecdote to discuss the challenges of achieving and maintaining work-life balance between faculty members' offices and homes. To do so, we discuss the boundaries that bind and separate psychology faculty members to work and home, the dilemmas posed by what seems to be ongoing faculty availability, issues of time management, service to one's own department and to the wider institution, and life at home. We close this article by suggesting that the only way to reduce the impact of or even eliminate the distress tied to aspects of the arc of faculty careers is to develop a reasonable semblance of work-life balance. To begin, we consider the nature of the perceived dichotomy between work and life.

Teaching and learning in psychology related to COVID-19: Introduction to the special issue

This brief article is an introduction to the special issue "Teaching and Learning in Psychology Related to Covid-19." One of the many lessons readers may extract from this collection of articles (and forthcoming contributions) is that crisis creates stress but also opportunity. The scholarship in these articles can be applied to teaching and learning beyond pandemic conditions. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Critical Thinking: A Model of Intelligence for Solving Real-World Problems

Most theories of intelligence do not directly address the question of whether people with high intelligence can successfully solve real world problems. A high IQ is correlated with many important outcomes (e.g., academic prominence, reduced crime), but it does not protect against cognitive biases, partisan thinking, reactance, or confirmation bias, among others. There are several newer theories that directly address the question about solving real-world problems. Prominent among them is Sternberg's adaptive intelligence with "adaptation to the environment" as the central premise, a construct that does not exist on standardized IQ tests. Similarly, some scholars argue that standardized tests of intelligence are not measures of rational thought--the sort of skill/ability that would be needed to address complex real-world problems. Other investigators advocate for critical thinking as a model of intelligence specifically designed for addressing real-world problems. Yes, intelligence (i.e., critical thinking) can be enhanced and used for solving a real-world problem such as COVID-19, which we use as an example of contemporary problems that need a new approach.

Editorial

The consequences of the Covid-19 pandemic are clear: Research and theory dealing with the scholarship of teaching and learning are now arguably more important than ever in that psychology educators in high schools, at 2-year colleges, as well as those teaching at 4-year colleges and universities, and in graduate programs, want tools and teaching techniques that work well in a variety of educational venues. As a result, this journal-Scholarship of Teaching and Learning in Psychology (STL)-will continue to serve as an important resource for communicating ways to effectively teach psychological science. STL will continue to publish Research Articles, Teacher-Ready Research Reviews, Teacher-Ready Theory Reviews, Pedagogical Points to Ponder, Virtual File Drawer articles, Virtual Keynote pieces by exceptional scholars in psychology, and Cross-Fertilization Updates designed to promote interdisci plinary and intradisciplinary inquiry. Separately, the author announces that Suzanne C. Baker and David Kreiner have joined STL as Associate Editors. (PsycInfo Database Record (c) 2021 APA, all rights reserved)

No body is expendable: Medical rationing and disability justice during the COVID-19 pandemic.

The health threat posed by the novel coronavirus that caused the COVID-19 pandemic has particular implications for people with disabilities, including vulnerability to exposure and complications, and concerns about the role of ableism in access to treatment and medical rationing decisions. Shortages of necessary medical equipment to treat COVID-19 have prompted triage guidelines outlining the ways in which lifesaving equipment, such as mechanical ventilators and intensive care unit beds, may need to be rationed among affected individuals. In this article, we explore the realities of medical rationing, and various approaches to triage and prioritization. We discuss the psychology of ableism, perceptions about quality of life, social determinants of health, and how attitudes toward disability can affect rationing decisions and access to care. In addition to the grassroots advocacy and activism undertaken by the disability community, psychology is rich in its contributions to the role of attitudes, prejudice, and discriminatory behavior on the social fabric of society. We call on psychologists to advocate for social justice in pandemic preparedness, promote disability justice in health care settings, call for transparency and accountability in rationing approaches, and support policy changes for macro- and microallocation strategies to proactively reduce the need for rationing. (PsycInfo Database Record (c) 2021 APA, all rights reserved).